POLA ASUH KELUARGA GURU PAI DALAM MENANAMKAN NILAI RELIGIUS DAN SOSIAL PADA ANAK

Abstract

This study was motivated by the important role of the family in instilling religious and social values in children as the foundation for character development. Families of Islamic Religious Education (PAI) teachers bear a significant responsibility in internalizing these values because, in addition to being parents, they also serve as religious educators within the community. This study aimed to describe the internalization of religious and social values in the parenting practices of Islamic Religious Education teachers' families in Negeri Besar District, including the parenting patterns applied, the process of social value internalization, the supporting and inhibiting factors, and the implications for children's behavior.

This research employed a qualitative approach with a case study design. The informants consisted of two families of Islamic Religious Education teachers selected through purposive sampling. Data were collected through interviews, observations, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.

The findings revealed that the families of Islamic Religious Education teachers implemented a democratic parenting style with Islamic values through role modeling, habituation, two-way communication, family deliberation, and supervision accompanied by affection. The internalization of religious values was carried out through the cultivation of faith (aqidah), habituation of worship practices, and the development of moral character in daily life. Meanwhile, the internalization of social values was achieved through the cultivation of honesty, responsibility, politeness, care, and empathy. Supporting factors included parental role modeling, consistent habituation, open communication, parental cooperation, and clear family rules. In contrast, inhibiting factors included children's unstable emotional development, the influence of gadget use, and the influence of the external social environment. The implementation of religious and social values had positive implications for children's behavior, as reflected in their discipline in worship, politeness, honesty, responsibility, social concern, and ability to interact positively within the family and community.